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Elena Shvidko shares six online resources for adult English language learners to study English language idioms independently, or for teachers to use in class.
Larry posted earlier this week (see Duolingo Takes Next Step To Conquer Language Learning World & Lets Teachers Create Virtual Classrooms), the super-popular Duolingo language-learning app unveiled its free Duolingo For Schools feature today.
Have you ever tried to memorise the following list of verbs to know when you should use TO and when the ending ING? ADVERT: Honestly, I have never been able to commit the list to memory. And even whe...
Not all English nouns can be made plural by adding an -s or -es to the end of the word. Check out this chart for some irregular plural nouns! What other irregular plural English nouns do you know?
Language learning games - free to use and fun online games for learning 60 languages, including Chinese, English/ESL French, German, Japanese, Spanish and more. Games for learning phrases, numbers, spelling, verb conjugation, vocabulary and alphabets. Suitable for independent learners, schools, as a homework resource and for language school use.
Most experts agree that the best way to learn a language is by immersing yourself in it.Now, with more sophisticated technology, another theory around language learning is being tested: the use of avatars to practice speaking. Alongside traditional methods, like listening, repeating, and digital flashcards, created by companies like Rosetta Stone, Livemocha, and AccelaStudy, a few tech companies have leveraged the idea that becoming someone else helps to learn a foreign language, especially when speaking it.
Many states have begun the process of developing or adapting English Language Proficiency(ELP) standards to align with the Common Core State Standards (CCSS) and the forthcoming NextGeneration Science Standards (NGSS). This need stems not only from a desire to ensure that all students receive the rigorous and systematic education they need to graduate from high school ascollege and career ready, but also because states must have ELP standards aligned to college and career readiness standards as a requirement to receive an Elementary and Secondary Education Act(ESEA) waiver. The Council of Chief State School Officers (CCSSO) has coordinated the development of a framework to assist states with this work. The goal of the English Language Proficiency Development (ELPD) Framework, hereafter referred to as the "Framework," is to provide guidance to states on how to use the expectations of the CCSS and NGSS as tools for the creation and evaluation of ELP standards.
Veteran education reporter Lesli Maxwell has worked both inside and outside of major school systems. Join her now as she delves into the educational, policy, and social issues surrounding English-language learners in U.S.
Hi Everyone: This is my Teaching English as an International Language Resource Links site. I always update with new Links. It is geared toward 21st Century ELL teachers teaching in Thailand but everyone will find "Gems" of functional classroom applications linked here. Enjoy!
The SIOP Model The SIOP (Sheltered Instruction Observation Protocol) Model is the result of a lengthy project conducted by CREDE (Center for Research on Education, Diversity & Excellence) and funded by the OERI (Office of Educational Research and Improvement). The project included several years of collaboration with teachers to refine and evaluate the Model. The SIOP Model has the following purposes: A research observation tool to evaluate the implementation of the SIOP An classroom observation tool to for administrators and supervisors to use with inservice and preservice teachers A teacher lesson plan checklist or planning guide For more information on the SIOP Model, see the following websites: www.cal.org/crede/si.htm www.siopinstitute.net These are the eight components of the SIOP Model. Click on each to review the elements of each component. To see lesson and other curriculum modification projects that use the SIOP Model, go to the Curriculum Projects page. Preparation Building Background Comprehensible Input Strategies Interaction Practice/Application Lesson Delivery Review/Assessment
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By Krystian Aparta They say that children learn languages the best. But that doesn't mean that adults should give up. We asked some of the polyglots in TED’s Open Translation Project to share their...
9 Tips to Support English Language Learners If you are teaching English Language Learners, here are some tips and strategies that you can practice in the classroom to create a safe environment and support the students throughout their learning process
Clear explanations about how to use the present simple tense (or simple present) in English
In an effort to make the English language learning process easier and faster for international ESL students, we’ve asked some of the best and most active English as a Second Language teachers and bloggers out there to answer three questions about learning languages. Many of the experts that we contacted were happy to share their advice and teaching experience to help language students avoid very common and easily avoidable pitfalls of learning a new language.
Also, our team did deep research online to find some of the best resources to help you learn the English language more easily.
The online resources section, located after the expert Q&As, includes free resources for English grammar, vocabulary, pronunciation, spelling exercises, great resources on reading and writing in English, a list of websites that have collections of English slang and idioms, ESL practice worksheets, ESL podcasts, and ESL YouTube channels. Enjoy!
Today's infographic focuses on the popular grammar point of adverbs of frequency. It is split into two parts. Firstly, it focuses on the common teaching point of ‘indefinite time’ adverbs such as often, always and rarely. The second focus is on the much less taught, but equally important ‘definite time’ adverbs like annually, daily and monthly.
In this post Sylvia Guinan gives you ten great ideas on how you can use Eduglogster when teaching languages, creating fun and engaging interactive posters.
Educational policies that impact second language (L2) learners—a rapidly growing group—are often enacted without consulting relevant research. This review synthesized research regarding optimal conditions for L2 acquisition, facilitative L2 learner and teacher characteristics, and speed of L2 acquisition, from four bodies of work—foreign language education, child language research, sociocultural studies, and psycholinguistics—often overlooked by educators. Seventy-one peer-reviewed journal articles studying PK-12 L2 learners met inclusion criteria. Findings included: 1) Optimal conditions for L2 learners immersed in a majority-L2 society include strong home literacy practices, opportunities to use the L2 informally, well-implemented specially-designed L2 educational programs, and sufficient time devoted to L2 literacy instruction, whereas L2 learners with little L2 exposure require explicit instruction to master grammar; 2) L2 learners with strong L2 aptitude, motivation, and first language (L1) skills are more successful; 3) Effective L2 teachers demonstrate sufficient L2 proficiency, strong instructional skills, and proficiency in their students' L1; 4) L2 learners require 3-7 years to reach L2 proficiency, with younger learners typically taking longer but more likely to achieve close-to-native results. These findings, even those most relevant to education, are not reflected in current US policy. Additional research is needed on the characteristics of successful or unsuccessful L2 learners and L2 teachers. Such research should attend systematically to the differences between L2 learning in maximal versus minimal input settings; whereas the psycholinguistic challenges of L2 learning might be common across settings, the sociocultural and interactional challenges and opportunities differ in ways that can massively impact outcomes.
Michelle Meyer presents some excellent UDL strategies that can support the ELL Student. She describes a learner who has limited English proficiency and offers options to support that learner using the 3 UDL Principles with reference to specific UDL Guidelines and Checkpoints. According to The Knowledge Loom, English language learners refer to students who have a first (home, primary or native) language other than English and are in the process of learning English. The article states there are at least three factors that can affect the amount of time it takes for a student to attain cognitive and academic sufficiency in English: > Age > Immersion in English > Similarity to English
Via Kathleen McClaskey
As schools focus on preparing students to be college and career ready, the achievement of English learners is a critical issue. It is widely acknowledged that English as a second language programs alone cannot adequately serve the large and growing numbers of English learners in U.S. schools (Brisk, 2010). These students also benefit from content area teachers using strategies and techniques that make subject matter understandable while at the same time developing students’ English language proficiency. This dual approach (i.e., content teaching that incorporates language development, typically referred to as sheltered instruction) and how best to implement it have been the research focus of the Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE). Sheltered instruction is becoming a more common approach in schools as the number of English learners in U.S. schools increases.
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